Ghana curriculum lesson note

SHS 2 Food and Nutrition 1st Semester Week 16 Lesson Plan

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Weekly Learning Plan
Subject	Food and Nutrition	Week	16
Duration	60 minutes	Form	SHS 2
Strand	Nutrition and Health	Sub-Strand	Food for Healthy Living
Learning Outcome(s)	2.1.1.LO.1 - Demonstrate understanding and practical application of Meal service, table setting and presentation — practical/application within the curriculum sub-strand Food for Healthy Living.
Learning Indicator(s)	2.1.1.LI.8 - Meal service, table setting and presentation
Lesson Focus	Meal service, table setting and presentation
Previous Knowledge	Learners recall the immediately preceding knowledge/skill needed to engage with Meal service, table setting and presentation — practical/application; the starter diagnoses this rather than assuming mastery.
Lesson Objective(s)	Identify or explain the key subject idea/procedure in Meal service, table setting and presentation — practical/application. Complete the concrete guided/practical task for Meal service, table setting and presentation — practical/application accurately. Apply Meal service, table setting and presentation — practical/application independently to a new case, data set, text, material or performance situation.
Essential Question(s)	What evidence or procedure is needed to work accurately with Meal service, table setting and presentation — practical/application? What would a strong practical/application response to Meal service, table setting and presentation — practical/application look like? How would changing the context, data or constraints affect a decision about Meal service, table setting and presentation — practical/application?
Pedagogical Strategies	Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment
Teaching & Learning Resources	Ghanaian food cards/realia Food labels Meal-planning sheet Ghana six-food-group chart
Key Notes on Differentiation
Content	Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Meal service, table setting and presentation — practical/application. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Meal service, table setting and presentation — practical/application.
Process	Use mixed-ability pairs for the first application, then require an individual transfer task. Allow oral/visual demonstration where appropriate while retaining the same subject accuracy criteria.
Product	Use a checklist/rubric tied to the concrete output for this week rather than participation alone. For advanced work, require justification with evidence, calculations, source reference or quality criteria.
Success Criteria	The learner uses correct subject terminology and evidence. The learner completes the week’s concrete product/calculation/performance with acceptable accuracy. The learner explains why the procedure/choice fits the stated context rather than giving a memorised general answer.
Homework	Photograph, sketch or describe one home/community example of Meal service, table setting and presentation — practical/application; analyse it using two curriculum criteria and recommend one improvement.

Lesson Activities
Stage	Teacher Activity	Learner Activity	Assessment / DoK
Starter10 minutes	Present an unseen case/material set for Meal service, table setting and presentation — practical/application using Ghanaian food cards/realia; do not model the solution. Ask learners to identify the first decision, calculation, language feature or practical step.	Inspect the prompt/materials, record an initial response about Meal service, table setting and presentation — practical/application, and justify it briefly.	Not provided.
Activity 115 minutes	Give fresh data/materials for Meal service, table setting and presentation — practical/application and require learners to complete the subject-specific task without a worked example.	Use a person/family case (age, activity, health condition and budget) to modify a menu and justify ingredient/cooking choices. Use the fresh case/materials and show all evidence, workings or process decisions.	Check independent transfer: correct method/technique, use of evidence and completeness of the concrete output.
Activity 220 minutes	Have pairs exchange outputs for Meal service, table setting and presentation — practical/application; provide a quality-control checklist tied to the actual product/calculation/performance and require evidence-based corrections.	Evaluate a food label/menu or 24-hour intake and write two specific improvements linked to health evidence. Then peer-audit another output, identify one precise defect/error and propose a correction.	Score both the original output and the accuracy of the peer correction against the subject checklist.
Activity 310 minutes	Present one deliberately flawed example related to Meal service, table setting and presentation — practical/application; require each learner to locate the defect and produce the corrected version.	Identify the exact error/weakness in the flawed Meal service, table setting and presentation — practical/application example, correct it and write one sentence explaining why the correction is valid.	Check that the learner corrects the actual defect rather than merely rewriting the example.

Lesson Closure

Compare the model criteria with the errors found in the unseen Meal service, table setting and presentation — practical/application task; highlight the one quality check learners should carry into future work. Complete a one-minute exit response using a concrete example from the lesson on Meal service, table setting and presentation — practical/application.

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